TEACHERS AND PARENTS’ EXPERIENCESAND

FEEDBACKS ON THE USE OF MODULES: BASIS

FOR IMPROVED INSTRUCTIONAL MATERIALS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 8
Pages: 119-141
Document ID: 2023PEMJ634
DOI: 10.5281/zenodo.7808994
Manuscript Accepted: 2023-6-4
Psych Educ, 2023, 8: 119-141, Document ID:2023 PEMJ634, doi:10.5281/zenodo.7808994, ISSN 2822-4353
Research Article

Teachers and Parents’ Experiences and Feedbacks on the Use of Modules:

Basis forImproved Instructional Materials
Helen A. Dela Cruz*
For affiliations and correspondence, see the last page.
Abstract
This study was conducted to determine the teachers' and parents’ experiences with and feedback
on the use of modules in terms of production, content, assessment of learners, distribution, and
retrieval. Descriptive-correlational research design was used in the study. It described the profile of
the respondents, their experiences, feedback, and differences by selected demographic profile. The
study's respondents were chosen using complete enumeration for teachers and the purposive
sampling method for parents. The elementary teachers in the two districts generally agreed on the
statement about their experiences and feedback on the use of modules in the areas of production,
content, assessment for learners, distribution, and retrieval. Parents agreed on their experiences and
feedback on the use of modules in terms of content but they were divided on their feedback in terms
of assessment for learners. No significant difference in the experiences of teachers and parents in
terms of age, sex, educational attainment, designation/position, and tribe. There was no significant
difference in teachers' feedback on the use of modules in four areas based on demographic profile.
Parents feedback on the use of modules in the area of content, no significant difference was noted,
while for learners’ assessments in terms of sex and educational attainment, a significant difference
was registered. Moreover, the relationships between the experiences and feedback of teachers and
parents on the use of modules in four areas are significantly related.

Keywords: teachers and parents experiences and feedbacks, production, content, assessment for
learners, distribution and retrieval

Introduction In rural areas of Indonesia, inadequate involvement of

"Learning must continue." It is the stand of the
Department of Education to continue education amidst
the pandemic. Because of this, different learning
modalities have been considered and explored to
ensure that each fits students' needs and interests in
continuous learning. Modular learning is new to
everyone, especially parents since they play a big part
in the new normal setup. Currently, knowledge is
moved to the student's homes, and parents are teachers
(Bendijo, 2020).
According to the study by Marcelline (2021), teachers
needed help with traveling distances to assist and reach
out to their students in their homeschooling and
scheduling visits on distance learning. In some rural
areas in Jakarta, Indonesia, teachers also find it
challenging to keep up with distance/virtual learning
due to poor internet access.
parents and families to support children's distance
learning activities at home is predominantly due to
parents' limited time and ability to accompany children
in learning. Two factors are economic and social,
which are commonly severe obstacles and challenges
to implementing education. Parents are busy working
in various professions and types of work to earn
income to cover the cost of meeting the family's needs,
so they need more time to accompany the children in
learning (Greenlee & Reid, 2020).
In addition, Cashman, Bhattacharjea, and Sabates
(2020) mentioned that millions of children in the
Sitapur district in rural Uttar Pradesh, India expected
to learn at home under the guidance of their parents or
other family members because of the current situation
today. However, some of them are worried, especially
the less affluent and less educated parents. Their child/
children cannot read simple text or recognize numbers
because they cannot teach them.

In the Philippines, the significant challenges
experienced by the teacher were the distance of the
houses of these learners and the kind of road they have
to pass through; some have to cross rivers. Further,
students need to be on time in collecting and
completing assignments, and even understanding the
modules or materials has become a problem for them
(Bernardo, 2020).
The Center for Development Programs in Cordillera or
CDPC (2020) pointed out that parents have difficulties
in using the mother tongue as the primary language
used in the texts of some of the modules, and not all
parents/guardians can facilitate the modular learning
sessions for their kids. Some are hesitant to monitor
their children because of the gaps in skills and
understanding of the content.

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Research Article
The teachers and parents encountered various concerns
and challenges regarding the modular distance learning
approach in the Municipality of Aleosan and the
nearby community. Some complaints of the teachers
are difficulty in mass production or printing of
modules because of the insufficient materials needed
in the preparation of self-learning modules (SLMs),
adjustment to new instructional concepts and mode of
delivery in the new normal school, additional
workloads, distribution, and retrieval due to the
distances and security specifically in the far-flung
areas in the municipality are some of the cited
problems of teachers. Parents working from home
would now have additional work; they need more time
to assist their child/ children's learning, and they have
difficulty understanding and interpreting the content of
modules due to limited knowledge because they have
not finished their education. These were some of the
parents' cited experiences and problems with modular
learning. In this context, the researcher was prompted
to conduct this study.
Research Questions
The study aimed to determine the teachers' and
parents' experiences and feedback on the use of
modules in the Municipality of Aleosan.
Specifically, it sought to answer the following queries:
1. What are teachers' experiences with the use of
modules in terms of production, content, assessment
for learners, and distribution and retrieval?
2. What are parents' experiences on the use of modules
in terms of content and assessment for learners?
3. What are teachers' feedbacks on the use of modules
in terms of production, content, assessment for
learners, and distribution and retrieval?
4. What are the feedbacks of parents on the use of
modules in terms of content and assessment for
learners?
5. Is there a significant relationship between the
experiences and feedback of the respondents on the
use of modules?
Literature Review
Modular Distance Learning
Modular learning is a form of distance learning that
uses Self-Learning Modules (SLM) based on the most
essential learning competencies (MELCS) provided by
the Department of Education (DepEd). The modules
include a series of motivation and assessments that
serve as a complete guide of both teachers' and
Helen A. Dela Cruz
learners' desired capabilities (Manlangit, Paglumotan,
& Sapera, 2020).
From the survey conducted by the Department of
Education (DepEd), modular learning is the most
preferred distance learning method for parents with
children enrolled this academic year. It is a learning
modality that all public schools in the Philippines
currently use because learning through printed and
digital modules has emerged. This is also in
consideration of the learners in rural areas where the
internet is not accessible for online learning (Bernardo,
2020).
Ali (as cited by Vergara, 2010) expressed that modular
teaching is concerned with each student as an
individual with exceptional aptitude and interest, to
help each other think for themselves and allow
individuality to each learner. The emphasis must be on
the one-one students with unique abilities, aspirations,
and influencing experiences. Again, to provide quality
education, the teacher must personalize and
individualize the instructional program.
Demographic Profile
Learners, parents, and teachers face enormous
obstacles and opportunities due to distance learning.
As learning flows from home to school and back, this
year's changing circumstances necessitate a high level
of flexibility and resilience. According to Alufohai and
Ibhafidon (as cited in Abas et al., 2018), teachers in
their thirties and forties are more effective in teaching
and good in classroom management than younger and
older teachers. In terms of sex, TALIS (2013) revealed
that the majority of the teaching personnel for most
countries at all levels of education were represented by
women. Added to this, Regalado (2017) stated that
teaching is a woman-dominated profession in the
Philippines, according to census results. Female school
instructors outnumber male teachers in both public
elementary and secondary schools. Furthermore, the
teachers at the elementary and secondary levels are
female (Bongco & Abenes, 2019). For educational
attainment, earning a master's degree can help
instructors become more valuable employees, grow in
their careers, and gain specific expertise. It also
demonstrates committed teachers who want to improve
their competence and credibility to become more
competitive in their area (Shulginger, 2017).
Furthermore, parents lay a foundation for their
children's academic success. Parents' educational
attainment creates a foundation that indirectly supports
children's academic success through parents' ideas
about their children's aspirations and the cognitive
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stimulation that parents provide in and outside the
home setting (Kean et al., 2021).
Experiences of Teachers and Parents on the Use of
Modules
Production
In his article, Sancio (2020) pointed out that the
modular learning approach still poses different hurdles
to teachers. While modules are more accessible to
students, producing these documents requires much
work. The printing of these modules also took a toll on
the school's budget.
For printed modular learning, teachers prepare to learn
materials weekly, along with study guides and other
resources for modular distance learning. These
materials are accompanied by quality-assured
instructional packets, in which parents/guardians or
para teachers meet with the teacher and receive
instructions and learning materials to be completed by
the learner for the week of Codamon (as cited by
Eios,2020). Additionally, Gueta and Janer (2021)
stated that teachers need more time to print SLMs and
modules because they are scheduled weekly to print.
According to Agayon (as cited by Malipot,2020),
teachers used their own or personal printers to start up
the reproduction of modules to meet the deadline for
the distribution of modules. However, it was contrary
to the statement of Helpline PH (2020) that not all
teachers have their printers; some rely on the school's
printer to print modules and other learning materials.
Arroyo (2020) mentioned that some teachers claimed
they still do not have copies of the modules, which
pressures them and their schools to find other ways to
produce the learning materials independently. One
public school teacher explained that the allocation for
bond paper from the MOOE was limited, hence the
teacher's small budget and personal funds to augment
classroom supplies and get reimbursed later.
In addition, the reproduction cost is also a big problem
as schools were forced to find ways to raise funds
quickly (Emergency Response Integration Center,
2020). Malipot (2020) pointed out that teachers
resorted to soliciting private donations and maximizing
their printers to start up the reproduction of modules to
meet the deadline for the distribution of modules. To
delete or transfer to feedback production.
Content
Modular distance learning is a form of distance
Helen A. Dela Cruz
learning that uses Self-Learning Modules (SLM) based
on the most essential learning competencies (MELCS)
provided by DepEd. The modules include sections on
motivation and assessment that serve as a complete
guide to teachers' and students' desired competencies.
A clear statement of the quarter calendar showing the
learning areas to be covered each quarter must be
stated in the learning continuity plan (LCP)
(Anchita,2020). Additionally, teachers create calendars
or planners to help monitor the students' task
completion or have students grow comfortable with a
routine to check on their classes, Cooper-Kahn and
Foster (as cited by Beulah,2020).
Furthermore, Gonzales (2020) pointed out that the
Department of Education (DepEd) has monitored and
identified errors in self-learning modules (SLMs) used
by learners, given the distance learning setup that was
implemented amidst the pandemic. Some of the errors
were factual, computational, and incorrect format in
terms of font or illustration. Because of this, the
department launched an effort to address the errors in
the modules, including the Error Watch platform and
engaging with third-party experts and volunteers from
academia as SLM "conformance reviewers" to receive
and collate reports of errors found in the modules and
forwarded to appropriate offices for validation and
correction.
Malaya (2020) emphasized that modular learning
features individualized instruction that allows learners
to use self-learning modules (SLMs) in print or digital
format/electronic copy, whichever applies to the
learner. They can also use other resources such as
Learner's Materials, textbooks, activity sheets, study
guides, and other materials.
To monitor the learners' performance, UNICEF (2020)
states that teachers undergo a formative assessment
and performance. Motivating students by providing
feedback on their learning progress is also important.
Learning activities are used to assess learners'
performance. The Center for Development Programs
in Cordillera or CDPC (2020) mentioned that during
the first week of classes, a teacher's focus on
instruction was to simplify the lessons in the modules
for the students to comprehend.
According to the study of Azubuike et al. (2020),
parents help their children by teaching them how to
use textbooks, explaining the content of the module
with unclear instructions, reading with them, and
encouraging them to watch instructional videos.
From the study of Gueta and Janer (2021), parents give
the best of their abilities to keep their child/children
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involved in meaningful activities in a modular learning
approach. Manansala (2020) also learned that the
parents tried their best to support their child/children in
answering the module task. With the presence of the
parents, the child/children can do the task. During the
focus group discussion, one participant said it was a
challenge for them to guide/ mentor their children.
They multi-task to give time to mentor their child/
children in answering the module. Their child/children
answer the module if the learning task is easy, but if it
is difficult, the child/ children asks for assistance from
them.
Moreover, Tok (2016) pointed out that learners need
help understanding some of the terms used in the
subject and have lengthy readings. The questions are
challenging, and there need to be more examples
provided. Students need help understanding the
lessons. Furthermore, the study by Insorio and
Macandog (2022) stated that the students struggled in
one subject in the self-learning module in which the
subject concepts needed to be explained better in the
SLMs.
Assessment for Learners
Assessment is based on providing modular content to
understand students' learning and development
concepts. Teachers would monitor the learners'
progress through home visits (following social
distancing protocols) and feedback mechanisms and
guide those who need special attention (Manlangit,
Paglanatan & Sapera, 2020).
Teachers, parents, members of the family, and other
stakeholders in the community that were competent as
learning facilitator monitor and provide or support
learners in the absence of classroom teachers (R.M.
no.393, s 2020). In addition, Olivo (2020) teachers and
parents shared the responsibility to help the students
learn and meet educational goals. Parents prioritize
their child's educational goals, and teachers commit to
listening and providing a space for collaboration with
parents.
Magsambol (2020) said that the assessment of
students' learning progress would be assessed through
summative exercises and performance tasks. DepEd
said schools would not be holding periodic
examinations for this school year to prevent distance
cheating. While DepEd acknowledges the importance
of periodic tests in assessing students' understanding of
the lessons, Education Undersecretary said that the
pandemic compelled them to be more creative and
flexible in implementing summative assessment
Helen A. Dela Cruz
schemes without sacrificing their credibility.
Sagarino (2020) pointed out that an elementary school
teacher said that they gave their cellphone number to
the parents so that they could reach them out for any
clarifications and inquiries. Also, the teachers created
a group chat to cater to the parents' queries and
concerns. The parents contact the subject teacher if
they need help understanding the learning activities
given. In addition, Gueta and Janer (2021) stated that
teachers assist the learners via telephone, text message
or instant messaging, messenger, email, and home
visits to those who need remediation and assistance.
Most parents still chose Modular Distance Learning
over Online or Blended Learning as they thought this
modular approach was safer for their child/children.
This approach is also in consideration for students
living in areas where the internet is not accessible. The
study of Salma and Rodrigues (as cited by Dangle et
al., 2020) found that some modules did not have clear
instructions and explanations, so pupils had difficulty
answering them—the pictures in the modules needed
to be more precise and the provided answers lines
needed to be longer. The modules had many exercises,
and the students lacked motivation and focus.
According to the study of Dangle and Sumaoang
(2020), most learners have difficulty with this new
learning modality. Learners had a hard time, and some
of the given problems were difficult to answer, and no
detailed explanation was provided. Furthermore, most
pupils cannot answer all their modules independently;
that is why they need the assistance of family
members, relatives, and friends.
However, Krawczyk (2017) said that the learners are
more motivated to learn and more involved with the
learning activities and performance tasks in the
modules. Students get narrative feedback from the
teachers and are encouraged to self-assessed their
progress, and the students displayed a high level of
interest in their learning.
Distribution and Retrieval
In the distribution of the SLMs, it would be distributed
to parents before the opening of classes. Nelz (2020)
stressed that there were teachers in Quezon who were
experiencing hardships in distributing modules to their
students living in remote areas. The educators must
deliver the modules personally to help the students
with their studies amid the coronavirus pandemic. The
teachers even climb mountains and cross oceans to
reach poor communities.
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There would be designated pick-up points in their
barangays for students whose parents are not available
to get these from schools. The distribution would be
done at least four times during the school year. Aside
from SLMs, work plans will also be distributed to
students. However, unlike SLMs, this will be given to
students weekly as this indicates the schedule of
lessons and activities the students would have to do
every week. Again, parents or anyone who would
guide the students at home would be the ones to get
this from teachers or at designated pick-up points
(Meniano, 2020).
Feedback of Teachers and Parents on the Use of
Modules
Production
Lack of paper, photocopying machines, and printers
are some things most public schools need to
implement in distance learning. The principal of the
Handumanan National High School (HNHS) in
Bacolod City said that he had to ask for donations to
supplement their budget for printing learners' modules
(Umil, 2020).
The Manila Times (2020) pointed out that the expense
of reproducing the printed modules has exhausted the
schools' funds, which is why teachers are forced to dip
into their own pockets to provide the materials for
their students.
Additionally, the schools may use their regular MOOE
allocations for printing and delivering modules under
DO 15, s. 2020 (Supplementary Guidelines on
Managing Pandemic Maintenance and Other
Operating Expenses Allocation for Schools to support
the Implementation of Basic Education Learning
Continuity Plan in time of COVID-19) and subject to
pertinent procurement accounting and auditing rules
and regulation (Deped Order No. 18, s 2020).
Cruz (2021) expressed that public school teachers
commented that they struggled with weak- internet
connection- difficulties with the lessons, with added
worry that their students get proper homeschooling.
Moreover, Alvarez (2021) said that public school
teachers' worry about modular distance learning is a
poor internet connection which interrupts
communication between parents, learners, and
teachers.
Furthermore, Perez (2020) stated that distance learning
teachers face primary internet connectivity and speed
problems in many regions. The majority of them paid
Helen A. Dela Cruz
for internet access with their own money. In the
Philippines, a more solid connection was not
commonly available, particularly in rural areas where
wired connections were unavailable. As a result, the
professors chose data connectivity or a mobile
network. They were forced to use personal funds to
support remote teaching and learning technologies and
resources.
Moreover, Malipot (2020) said that the teachers
reported to the school late at night to surface printing
modules on time, while others reported a 'one grade
level per day" system to print, collate and organize
learning materials on their assigned day of the week.
In addition, Casilao (2020) said that a netizen hailed a
teacher on social media for persevering late at night to
produce modules for her students.
Content
Modular learning is a form of distance learning that
uses Self-Learning Modules (SLM) based on the most
essential learning competencies (MELCS) provided by
Deped, Anchita (2020). The Department of Education
(DepEd) has appealed to teachers to make some
learning module activities and examples voluntary to
prevent students from experiencing "burnout" due to
the number of subject requirements they must do after
just one week (Adonis, 2020).
Most learners have struggled in this new learning
modality and have difficulty answering their modules.
They do not have enough time to finish all their
modules within a week. They regularly received eight
modules in all subjects with 3-5 activities. The subject
they find most challenging to answer is Mathematics
because no detailed explanation was provided (Dangle
& Sumaoang, 2020). Added to this, Estrada (2020)
stressed that the examples are limited and the modules
are not perfect. They differ from school to school, and
the content of the self-learning modules depends on
the teachers who made it. Some students have no
problem understanding their lessons because of a well-
explained module, but others need help understanding
the activities.
Guido (2020) said that modular instruction is based on
the psychological principle-learning by doing. The
students work by themselves and verify the correctness
of their answers by comparing them with the correct
ones in the modules. It also gives the learners some
provisions where the learner can obtain immediate
feedback. It promises a more efficient mass education
by offering effective individual instruction when a
teacher is faced with the problem of producing
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learning in a large group simultaneously.
It was pointed out by Nardo (2017) that the use of
modules encourages the independent study of the
learners. One of the benefits of using modules for
instruction is the acquisition of better self-study or
learning skills among learners. They engage
themselves in learning the concepts presented in the
module. A sense of responsibility is developed in
accomplishing the tasks provided in the module. With
little or no assistance from others, the learners progress
independently. They are learning how to learn; they
are empowered.
CDPC (2020) mentioned some of the challenges
parents/guardians face in their children's learning
through modules. Parents may have difficulties with
using the mother tongue as the primary language used
in the texts of some of the modules. Learners who
have different needs have their challenges. The
beginners need more attention and understanding,
considering that most or all of their lessons require the
presence of facilitators. They have to be watched to
make sure they are learning. Some pupils do not pay
attention to their parents or facilitators because they
prefer learning from their teachers.
According to Constantino, Tibayan, Quizon, and
Simangan (2020), even the challenges encountered
during distance learning, the parents are thankful for
the hard work of the Department of Education to
continue the learning of their child/children despite the
pandemic by implementing blended learning, modular
learning, and online learning. Thus, they have
encountered some problems or challenges with the
different methods. It may not be 100 percent effective
due to limited access to the internet and poor internet
connection in online distance learning. Regarding the
quality of the modules printed, some items are not
readable due to poor production, and some colors of
colors are not suitable.
Lebaste (2020) stated that parents played an active role
in the learning process in the distance learning
approach. They would be the ones to facilitate and
guide their child/ children through the modular lessons
that would be sent to their children while doing remote
learning. Parents also encourage and motivate their
kids to learn. Good parental support helps the child be
a positive, healthy, and lifelong learner. Furthermore,
family involvement was positively linked to children's
literacy and math skills in preschool, kindergarten, and
early grades. It shows the increases in children's
social-emotional skills. Children benefit when parents
are more involved and more engaged; children tend to
Helen A. Dela Cruz
do better academically and socially (Vourhis, Maier,
Epstein & Lloyd, 2013).
In addition, the engagement of parents or family
members is the best predictor of a student's
educational performance. Students become more
motivated and develop a passion for learning when
they sense their parents' support. Teachers and parents
share responsibility for teaching pupils and work
together to attain educational goals when parents
participate in the educational process (Delgado,2017).
Assessment for Learners
The DepEd aims to develop independent learners who
can independently study and work on assessments.
Teachers said that learning modules could develop not
just students' intellects but also their values,
specifically honesty, discipline, and perseverance, as
they are encouraged to learn on their own. The
assessments in modular learning are not graded, which
most parents, if not all, may be unaware of. It is not
graded so that learners would not cheat nor be afraid or
pressured while answering the exercises (Pabalate,
2020). Furthermore, Magsambol (2020) stressed that
the evaluation of students' learning development
would be through summative exercises and
performance tasks, but there are no periodical
examinations for the school year to avoid distance
cheating.
Fernando (2020) mentioned that because parents
cannot wait for their children to work, many
volunteered to answer their children's modules. Some
students did not complete their modules on time; thus,
their parents took the initiative to complete the
modules for their child/children. Alternatively, they
answered the module because they want their
child/children to get a good score in the subject.
The primary role of the parent is teaching their
children. In the study of Lase et al. (2021), even
though parents do not have negative perceptions,
distance learning has increased the burden on parents.
The lack of parental participation and support in their
children's learning at home is generally due to a lack
of time and inability to become teachers for their
child/children.
Some parents find it difficult to teach their children at
home, particularly those who do not know how to read
or write, making it much more difficult to teach their
children the lessons in their subject areas. Not every
parent or guardian understands how to teach their
children utilizing modular learning, and they do not
have enough time to guide their child/ children due to
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work and other responsibilities (Anzaldo, 2021).
However, Olivo (2021) expressed that parents reacted
to the time allocation given in completing learning
activities as insufficient since the activities given in the
modules were so many for their children to
accomplish.
Furthermore, Santos (2020) said that in some parts of
the province of Siargao in the southern Philippines,
particularly island settlements, there is no electricity in
their houses and are so remote that students may only
reach there by boat. The people were mostly fishermen
who had no formal education and were concerned that
they would be unable to assist their child/children in
answering the module.
Bernardo (2020) mentioned in his article that there are
learners who do not have parents who could help them
study their lessons at home, while there are parents
who answer the SLMs for their children. Schools also
assigned "para-teachers" to guide learners at home,
while teachers living in certain barangays or puroks
were instructed to tutor the learners in their
community.
Some even argue with their parents/facilitators about
how they should teach. Some students can attend to
their modules independently, but some badly need
assistance to understand even just some of the lessons
in the prescribed modules. Others, even with
facilitators, still have difficulty comprehending the
lessons and thus can hardly proceed to the next
lessons. Submission deadlines for modules further
pressure students, especially when they fail to meet
them. Since the modular approach situates students to
learn in the comfort of their homes, there is also the
possibility that they work on the modules for mere
compliance, not for the sake of learning (CDPC,
2020).
Distribution and Retrieval
In the distribution and retrieval of modules, Luczon
(2020) mentioned that teachers see humanizing
experiences of the new normal mode of learning.
Teachers are delighted because parents are willing to
embrace the challenges of distance learning. They do
their responsibilities as parents and, at the same time,
an educator of their child/children in the absence of the
teacher. The Department of Education (DepEd) asked
for local officials' help in delivering printed learning
modules to learners to facilitate distance learning amid
the coronavirus pandemic, Education Undersecretary
said.
Helen A. Dela Cruz
While modular distance learning is a choice for pupils
with no internet access, he noted that the distribution
of printed learning materials is another concern of
DepEd. So, the schools asked for assistance or help
from the local government officials, the barangay, and
also with the help of parent-teacher associations and
teleteachers, he said, adding that Sangguniang
Kabataan officials may also be tapped (Ornedo, 2020).
Recommendations to Improve Modular Instruction
Among the recommendations for this new learning
system, the Department of Education should provide a
budget for the production of modules, and the School
Head should allocate from MOOE the production,
preparation, and delivery of the module. Second,
internet connectivity should be improved so teachers
can access and download modules and other learning
materials (Manlangit, Paglumotan & Sapera, 2020).
In the study of Agayon, Agayon, & Pentang (2022)
that the Department of Education should submit a
memorandum of understanding with the Department of
Energy and the Department of Information and
Communication Technology to support electrification
in remote areas and establish strong internet
connection that teachers should be able to access and
download modules and other learning materials.
From the Deped Order no. 018, s 2020, the ready-to-
print digital copies of the SLMs developed by the
assigned regions and approved and considered final by
the Bureau of Learning Delivery (BLD), particularly in
terms of content and alignment with the most Essential
Learning Competencies (MELCs), can be downloaded
from the Microsoft teams folder "Ready-to-print
SLM s" c r e a t e d by the I n f o r m a t i o n and
Communication Technology Service (ICTS) for the
Regional Directors, Curriculum and Learning
Management Division (LRMS).
According to the study of Gumapac, Aytona, and Alba
(2021), the school should conduct orientation for
parents on mentoring their children because they are
the ones to monitor, coach, and tutor their children.
Parents as coaches and tutors, used different strategies
and techniques to help their child/children.
Other recommendations suggested by the parents to
improve Modular Distance Learning are a reduction of
activities from the modules, more examples for each
subject, provision of colored printed modules, and
immediate information given by teachers on what to
answer in the modules. The parents proposed solutions
for Modular Distance Learning which are: to lessen or
reduce the activities in the modules, take out
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unnecessary exercises, and give more examples and West Districts of Aleosan and 112 parents who have
explanations for each of the given activities (Dangle & Grades I to VI children in the Municipality of Aleosan
Sumaong, 2020). for the school year 2020-2021.

According to Smith and Brame (2014), blended Instruments of the Study

learning courses not only alter the way content is
provided but also redefine traditional educational roles The instrument used in the study is a research-made
and offer new learning opportunities. Added to this, survey questionnaire. The items included in the
Lucid Content Team (2020) said that it all depends on instrument were based on the related literature
how the teacher uses the available resources or tools to researcher's reading, particularly from journals,
make distance learning enjoyable, engaging,
articles, and websites. It was designed to determine the
collaborative, and imaginative. The result of the
experiences and feedbacks of teachers on the use of
formative and performance task should be returned
modules in terms of production, content, assessment
immediately. Regular assessments have a good impact
for learners, and distribution and retrieval and parents’
on kids. They would be more self-aware and able to
experiences and feedbacks on the use of modules in
assess themselves. Learners have a significant
proclivity towards achieving high levels of
terms of content and assessment for learners. The
achievement. instrument of the study was divided into four
parts. Part I focused on the demographic profile of the
In summary, the review of related literature pertains to teachers and parents in terms of age, sex,
the advantages, disadvantages, positive impact, and occupation/designation, tribe, and educational
effectiveness of using modules. These are the attainment. Part II of the questionnaire was the
optimistic view of the teachers and students on the use experiences of teachers on the use of modules in terms
of modules. This research was conducted since there of production, content, assessment for learners,
are only a few studies regarding the experiences and distribution and retrieval, and parents' experiences on
feedback of both teachers and parents concerning the the use of modules in terms of content and assessment
use of modules in the delivery of instruction during the for learners using the Likert scale where 5-Strongly
new normal education system. Agree, 4-Agree, 3-Moderately Agree, 2-Disagree and
1-Strongly Disagree. Part III was the feedback of
teachers on the use of modules in terms of production,
Methodology
content, assessment for learners, distribution and
retrieval, and parents' feedbacks on the use of modules
Research Design in terms of content and assessment for learners using
the Likert scale where 5-Strongly Agree, 4-Agree, 3-
This study used the descriptive-correlational research Moderately Agree, 2-Disagree and 1-Strongly
design. It is descriptive since it describes the Disagree. Part IV of the instrument was the
respondents’ socio-demographic profile of the teachers recommendations of respondents to address the
and parents in terms of age, sex, occupation/ problems on implementing modular distance learning.
designation, tribe and educational attainment,
experiences, feedbacks, and recommendations of the Procedures
respondents on the use of the modular learning
approach. It is also correlational since it determined The researcher asked permission from the Dean of the
the significant difference between experiences and Graduate School of Notre Dame of Midsayap College
feedbacks of the respondents on the use of modules in and the school’s Division Superintendent to conduct
terms of production, content, assessment for learners, the research; upon approval, the researcher sent a letter
and distribution and retrieval when grouped according
of permission to the Principals, Head Teachers, and
to demographic profile and the significant relationship
Teacher In -Charge of the concerned schools for the
between the experiences and feedbacks of the
schedule of the distribution of the questionnaire. The
respondents on the use of modules.
researcher personally administered this to the
Participants respondents in the different schools and retrieved it
thereafter. The data gathered were directly given to the
This study was conducted in the two districts of statistician for tabulation and analysis. Focus Group
Aleosan in the school year 2020-2021. The study's Discussion was conducted to supplement the data
respondents were 199 elementary teachers of East and collected through the survey questionnaire.

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Results
Summary of Experiences of Teachers on the Use of
Modules
Table 1 presents the summary of experiences of
teachers on the use of modules in terms of production,
content, assessment for learners and distribution and
retrieval.
Table 1. Summary of Experiences of Teachers on the
Use of Modules in terms of Production, Content,
Assessment for Learners and Distribution and
Retrieval
The experiences of teachers on the use of modules
include the area of production, content, assessment of
learners and distribution and retrieval. The area that
yielded the highest mean is distribution and retrieval.
In contrast, the experiences that gained the lowest
mean is the production.The overall mean for all the
areas is 3.97 described as Agree and a standard
deviation value of 0.80.
Summary of the Experiences of Parents on the use
of Modules in terms of Content and Assessment for
Learners
The summary of experiences of parents on the use of
modules in terms of content and assessment for
learners is presented in Table 2.
Table 2. Summary of Experiences of Parents on the
use of Modules in terms of Content, and Assessment
for Learners
Helen A. Dela Cruz
The parents’ use of modules is measured in terms of
content and assessment of learners. As shown in Table
2, the experiences that yielded the highest mean is
content with a mean of 3.86 and standard deviation of
0.89. In contrast, the experiences that garnered the
lowest mean is the assessment for learners of 3.78 and
standard deviation of 0.95.In general, the overall mean
and standard deviation of experiences of parents on the
use of modules in terms of the content and assessment
for learners is 3.82.
Summary of Feedbacks of Teachers on the Use of
Modules in Terms of Production, Content,
Assessment for learners and Distribution and
Retrieval
The summary of feedbacks of teachers on the use of
modules in terms of production, content, assessment
for learners and distribution and retrieval is displayed
in Table 3. Among the four areas on feedbacks of
teachers on the use of modules on the production,
content, assessment of learners and distribution and
retrieval, content got the highest mean of 4.03
described as Agree and production got the lowest
mean of 3.88 likewise interpreted as Agree.
Table 3. Summary of Feedbacks of Teachers on the
Use of Modules in terms of Production, Content,
Assessment for Learners and Distribution and
Retrieval
Summary of Feedbacks of Parents on the Use of
Modules in Terms of Content and Assessment for
Learners
Table 4 shows the summary of feedbacks of parents on
the use of modules in terms of content and assessment
for learners.
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Table 4. Summary of Feedbacks of Parents on the
Use of Modules in terms of Content and
Assessment for Learners
Reflected in Table 4, results revealed that among the
two areas on feedbacks from parents on the use of
modules, content got the mean of 3.62 interpreted as
Agree with standard deviation of 0.99, while for
assessment, the obtained mean is 3.21 likewise
described as Agree with standard deviation of 1.17. In
general, the overall mean and standard deviation on
feedbacks of parents on the use of modules in terms of
content and assessment for learners are 3.42 and 1.08
respectively which is interpreted as Agree.
Relationship between Teachers’ Experiences and
Feedbacks on the Use of Modules in terms of
Production, Content, Assessment for Learners and
Distribution and Retrieval
The relationship between teachers’ experiences and
feedbacks on the use of modules in terms of
production, content, assessment for learners and
distribution and retrieval using Spearman's rho can be
gleaned in Table 5.
Table 5. Relationship between Teachers’ Experiences
and Feedbacks on the Use of Modules in terms of
Production, Content, Assessment for Learners and
Distribution and Retrieval Using Spearman's Rho
Relationship between Parents’ Experiences and
Feedbacks on the Use of Modules in Terms of
Content and Assessment for Learners
The relationship between parents’ experiences and
feedbacks on the use of modules in terms of content
and assessment using spearman rho can be seen in
Table 6.
Helen A. Dela Cruz
Table 6. Relationship between Parents’ Experiences
and Feedbacks on the Use of Modules in terms of
Production, Content, Assessment for Learners and
Distribution and Retrieval Using Spearman's Rho
Table 6 discloses the relationship between the
experiences and feedbacks of parents on the use of
modules in terms of content and assessment for
learners. It shows that there is a significant relationship
between the experiences and feedbacks of parents in
terms of content with an r- value of 0.341** and p-
value of 0.001 and for the assessment for learners has
an r- value of 0.371** and p- value of 0.000.
Therefore, the null hypothesis which states that there is
significant relationship between the experiences and
feedback of parents on the use of modules in terms of
content and assessment for learners is rejected.
Discussion
Experiences of Teachers on the Use of Modules in
terms of Production, Content, Assessment of
Learners and Distribution and Retrieval
Production
The data revealed that teachers strongly agree that
learning materials are produced weekly. This denotes
that teachers are responsible for regularly delivering
instructional materials to the pupils so the latter have
materials to use in modular learning. This implies that
teachers are doing their tasks regularly and religiously.
This affirmed thestatement of Eios (as cited by
Codamon, 2020) that for printed modular learning,
teachers prepare to learn materials weekly, along with
study guides and other resources for modular distance
learning. The quality-assured instructional packets
accompanied the materials, in which parents/guardians
or para teachers meet with the teacher and receive
instructions and learning materials to be completed by
the learner for the week.Furthermore, the study of
Gueta and Janer (2021) mentioned that teachers need
more time to print SLMs and modules because they
print weekly. Participants revealed from the Focus
Group Discussion that they have to print modules
weekly since they have a skeletal schedule for
reporting to school. Some teachers brought printers
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into their houses to print at night.
The second highest item in the production of learning
materials is I utilize MOOE of the production school,
which teachers agree. This indicates that respondents
are agreeable that there is an allocated budget is given
to them for the production of modules. This implies
that teachers are well supported by their administrators
in production. This opposed the findings of Arroyo
(2020), who mentioned that the MOOE’s allocation for
materials in the production of modules was limited,
where teachers use their own money to purchase
learning materials to produce modules.
In addition, a teacher in the Focus Group Discussion
(FGD) said that at first, MOOE was not enough to
purchase learning materials. They resorted to soliciting
materials from alums, local officials, close friends, and
stakeholders. They also spent their own money to buy
ink; however, later on, they were refunded from the
MOOE budget. The third highest item in production is
I maximized my printer to jumpstart the production,
which teachers agree. Data indicate that some teachers
used their printers to print modules and learning
activities for the students. It gives an implication that
they are willing to use their printer to produce learning
materials at a modular distance. It conformed to the
study of Agayon (as cited by Malipot,2020) that some
of the teachers used their printers to start up the
reproduction of modules to meet the deadline for the
distribution of modules. However, focus group
participants showed that only some of them used their
printers though the school provided printers for
printing modules and learning activities in their
skeletal schedule for modules reproduction.
Conversely, in the production of learning materials,
the item I was forced to raise funds for in a short
period which teachers neither agree nor disagree, got
the lowest mean. This shows that teachers are neutral
in their attitude toward raising funds for the materials
needed in the production of modules which implies
that they were not required to raise money for the
learning materials in a short period. Such a finding
contradicts the Emergency Response Integration
Center (2020) study that the schools were forced to
find ways to raise funds quickly. The school resorted
to asking for personal assistance. Furthermore, Malipot
(2020) pointed out that teachers resorted to soliciting
private donations and maximizing their printers to start
up the reproduction of modules to meet the deadline
for distributing modules. In the Focus Group
Discussion (FGD), participants supported the finding
that the learning materials they solicited from their
close friends, alums, and barangay council were given
Helen A. Dela Cruz
to the learners. The purpose is for students’ welfare,
but they did not force them if they would not
contribute anything.
The second lowest item in the production of learning
materials needs access to a photocopier and printer. It
indicates that most teachers can access the printer used
for printing modules. This implies that a printer is
available, and they do not have a problem with the
production of the modules. This finding negates the
study of Helpline PH (2020) that not all teachers have
their printers and that others rely on the school printer.
From the FGD, the majority of the participants agreed
that they have access to a photocopier and printer
because the school provides them to use for printing
the learning materials for modular distance learning.
Content
The data on the content of modules, I was able to see
that modules allow learners to use other resources such
as learner’s materials, textbooks, journals, activity
sheets, and study guides got the highest mean. This
means that pupils have used different resources to
complete their learning tasks/activities, which implies
that other related materials/resources or gadgets used
by the learners helped them answer complex
activities/tasks and lessen their burden to do the
activities. The finding is similar to the statement of
Malaya (2020) that modular learning features modified
instruction that permits students to use self-learning
modules (SLMs) in print or digital format/electronic
copy, whichever is suitable to the student, and they can
also use other resources. During the FGD, the
participants revealed allowing their pupils to use
books, activity sheets, cell phones, and reading
materials. Added to this, one of the participants said
that she would make learning materials and models for
her students’ guides.
The second highest item was Learning activities are
used to monitor the performance of the learners
indicating that the students were graded through
learning activities and assessments given by the
teachers. It implies that performance tasks and other
formative assessments monitor the student's progress.
This affirmed the statement of UNICEF (2020) that
teachers undergo a formative assessment and
performance task process. It is also important to
motivate students by providing feedback on their
learning progress. Learning activities are used to
assess learners' performance. The FGD participants
agreed that monitoring students' progress and the basis
for their performance results from the students'
learning task, summative test, and assessment.
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The third highest item was modules prepared with
sections on motivation and assessment that serve as a
complete guide for students' desired competencies.
This indicates that the teachers prepare learning
activities and assessment sections as the basis for the
students to answer the activities. This implies that the
teacher must indicate objectives in every learning
activity and assessment for the guidance of the
students to accomplish the task. Results support the
study of Anchita (2020) that teachers should include
motivation and assessment in the modules that serve as
a guide for learners to meet the given objectives.
Additionally, teachers create calendars or planners to
help monitor the students’ task completion or have
students grow comfortable with a routine to check on
their classes (Cooper-Kahn and Foster, as cited by
Beulah, 2020).
The participants confirmed the findings during the
focus group discussion. They shared that in every
module distributed to the students, there are schedules
of activities, sections, and assessments attached to it
for the guidance of the students in answering the
modules.Whereas, the item I saw that a glossary of
terms is provided so that learners can unlock complex
terms got the lowest mean which showed that teachers
do not provide supplementary words or a dictionary to
answer the modules. The finding implies that the
content of the modules is simplified to facilitate shared
understanding by the students for them to comprehend
challenging activities in the modules. Such finding is
consonant with the statement of The Center for
Development Programs in Cordillera or CDPC (2020),
which mentioned that during the first week of classes,
a teacher's focus on instruction was to simplify the
lessons by using standard terms in the modules for the
students to comprehend. From the FGD, a participant
said that some of the modules did not have a glossary;
what she did was make the activity simple for the
pupils to understand the lesson easily.
The next lowest mean is item modules with identified
errors being corrected, which indicates that some of
the modules have grammatical errors, wrong
equations, and misspelled words that lead to the
learners’ confusion and hence are being simplified.
This implies that modules are revised and corrected by
the conformance reviewers. Findings are in accordance
with the statement of Gonzales (2020) that the
department launched an effort to address the errors in
the modules, including the Error Watch platform and
engaging with third-party experts and volunteers from
academia as SLM “conformance reviewers” to receive
and collate reports of errors found in the modules and
forwarded to appropriate offices for validation and
Helen A. Dela Cruz
correction.FGD participants mentioned that some of
the parents and students called and texted them for
clarification of the content of the modules; if it was
unclear, they explained to the parent or the student the
correct one. One of the participants also said that she
edited the soft copy of the learning materials, which
have grammatical errors and incorrect equations,
before printing.
Assessment for Learners
For the experiences of teachers on the use of modules
in terms of assessment for learners, the item Pupils'
learning progress can be assessed through summative
exercises, and performance tasks yielded the highest
mean that indicates that teachers evaluated pupils’
improvement through summative test and performance
task with the given rubrics. This implies that assessing
pupils' mastery levels is through their activities. This
finding supports the statement of Magsambol (2020),
who found that evaluating students' learning
development would be done through summative
exercises and performance tasks. However, there are
no periodic examinations for the school year to avoid
distance cheating. The teachers also supported the
FGD that only summative tests and activity sheets
given to the students are recorded and evaluated.
The next highest item was Assessment and feedback
are shared responsibilities among teachers, learners,
and families. It indicates that teachers and parents
support the learners so that they can accomplish the
task of answering their modules and become
independent learners and problem solvers. This
implies that parents and teachers join forces and work
together to motivate and give support to the learner for
a positive result. The outcome reinforces the statement
of R.M. no.393, s 2020 that teachers, parents, family
members, and other community stakeholders that were
competent as learning facilitators provide or support
learners in the absence of classroom teachers. In
addition, parents and teachers share the responsibility
to help the students learn and meet educational goals.
Parents prioritize their child's educational goals, and
teachers commit to listening and providing a space for
collaboration with parents (Olivo, 2021).
The participants confirmed this statement during the
FGD that parents, students, and learners work hand in
hand to implement modular learning successfully and
that there is cooperation among the teachers, learners,
parents, and other stakeholders. The teachers give
assessments and feedback to the students, and the
parents assist or facilitate their child in answering
modules.
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Lastly, learners who need intervention on a particular
lesson are attended to through calls, texts, and home
visitation. This shows that students or parents were
accommodated by teachers via text, phone calls,
messenger, and a home visit, especially if they had
clarification on a specific lesson or activity. This
implies that the teachers find means and strategies to
address learners’ needs in a particular lesson or
activity. The result conforms to Sagarino's (2020)
statement that elementary school teachers gave their
cellphone numbers to the parents so they could reach
them out for any clarifications and inquiries. Also, the
teachers created group chats to cater to the parents’
queries and concerns. The parents contact the subject
teacher if they need help understanding the learning
activities given. Furthermore, the finding is in
consonance with the study of Gueta and Janer (2021),
who stated that teachers give assistance to learners via
telephone, text message or instant messaging,
messenger, email, and home visits to those who need
remediation and assistance. It supported the statement
of the participants in the focus group discussion that
they created a group chat; gave their cellphone
numbers to the parents' and students' convenience so
that they can easily reach them when they need
assistance or clarification on the content of modules.
Learners who are incapable of learning are assisted
personally got the lowest mean, indicating that only
some teachers affirm that they assist students due to
the general health and safety protocols' prohibition on
face-to-face interaction. Their parents were obliged to
assist their child in completing the learning task;
however, if they had questions, the teacher allowed
time to answer them. This gives an implication that
learners are challenged to do the task and learning
activities independently. The finding corroborates the
statement of Combo, Esguerra & Reyes (2022) that
some learners learned on their progress and did the
learning task in the module. The teacher monitors the
learners' progress, and pupils may ask for their
assistance.Focus group discussion participants
unanimously agreed that they assist their students
through home visits, especially those with low grades
or scores in the subject. One participant said they have
an Individual Monitoring Plan for slow learners and
make an appropriate intervention.
Distribution and Retrieval
For the data on distribution and retrieval, the set
schedule for the distribution and retrieval of modules
got the highest mean, indicating that the exact day and
time were strictly emphasized during the distribution
and retrieval of modules. It implies a timetable for the
Helen A. Dela Cruz
distribution and retrieval of modules. The result
affirms the idea of Meniano (2020) that the
distribution of SLMs and work plans are given to
learners weekly as this indicates the timetable of
lessons and activities the learners would have to do
every week. The participants supported it during the
FGD, who shared that they have a schedule for the
distribution of modules. However, in retrieval, they
gave enough time for the parents to help their students
answer the activities given in the modules.
The item I climbed mountains to reach the far-flung
communities got the lowest mean which shows that
most of the teachers are assigned to different sitios or
purok in lowland areas and ask assistance from the
barangay council for the distribution and retrieval of
modules in the far-flung area. This gives an
implication that teachers did not experience difficulty
in the distribution and retrieval of modules in far-flung
areas.The finding contradicts the study of Nelz (2020),
who found that teachers faced hardships distributing
modules to their students living in remote areas. They
have to distribute the modules personally to help the
learners with their lessons; they even climbed
mountains to reach the poor communities. From the
FGD, the participants said they asked help from the
barangay council to distribute modules, especially in
the far-flung areas.
Summary of Experiences of Teachers on the Use of
Modules in terms of Production, Content,
Assessment for Learners and Distribution and
Retrieval
In general, the overall mean and standard deviation of
teachers' experiences on using modules in terms of the
production, content, assessment for learners, and
distribution and retrieval as teachers agree. This
indicates that teachers showed preparedness to face
challenges in modular learning, implying that a teacher
carries many responsibilities in the modular teaching-
learning process.
Experiences of Parents on the Use of Modules in
terms of Content and Assessment for Learners
Content
In terms of content, the learning activities challenge
me to assist my child/children to the best of my ability,
and the contents of the modules are answered by my
child/children even if they find it difficult, which
constitutes the highest mean rating. This shows that
parents are motivated to assist their children though
they find it hard to mentor them. This implies that
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parents are eager to help and guide their child/children
in the learning activities given in the modules because
it is their responsibility.
This finding affirms the study of Gueta and Janer
(2021) that the parents give the best of their abilities to
keep their child/children involved in meaningful
activities in a modular learning approach. Similarly,
the finding conforms with the study of Manansala
(2020), who learned that the parents tried their best to
support their child/children in answering the task in the
modules. With the presence of the parents, the
child/children can do the task. During the focus group
discussion, one participant said it was challenging to
guide/mentor their children. They multi-task to give
time to mentor their child/children in answering the
module. Their child/children answer the module if the
learning task is easy, but if it is difficult, the
child/children ask for assistance from them.
Lastly, the item I always explain the module's content
to my child/children before answering the task,
indicates that parents expound the learning activities to
their child/children for better understanding. This
implies that some of the learning activities in the
modules could be easier to understand by the students
that need guidance or assistance from the parents or
more knowledgeable others (MKO). This conforms to
the study of Azubuike et al. (2020) that parents help
their children by teaching them how to use textbooks,
explaining the module's content with unclear
instructions, reading with them, and encouraging them
to watch instructional videos.
The finding supports the theory by Lev Vygotsky
(1978) on More Knowledgeable Others (MKO), which
states that meaningful learning by the child happens
through interacting socially with a competent
instructor. The student searches for understanding
through the instructions or actions the parent or teacher
gives and then internalizes the information.
Internalizing these instructions or actions directs the
child's accomplishment and leads to advanced thinking
skills. Since parents and teachers give clear direction
or instruction, provide correct information, and guide
students in answering the given task or activities in the
modules.During the focus group discussion, the
participants expressed that if the child/children cannot
understand the unclear module's content, they read and
explain the topic before answering it.
The learners who got the lowest mean can easily
understand the modular topics, indicating that parents
found the items in the module very confusing. This
implies that only some of the learning activities given
Helen A. Dela Cruz
in the modules are easy to understand. Results support
the statement of Tok (2016), who stated that learners
could not understand some of the terms used in the
subject and have lengthy readings. The questions are
complicated, and there are not enough examples
provided. Students need help understanding the
lessons. Correspondingly, the present result conforms
with the findings of the study of Insorio and Macandog
(2022), who found that the students struggled in one
subject in the self-learning module in which the
concepts of the subject are hard to understand and not
explained well in the SLMs. From the interview,
parents said it depends on the learning activities in the
modules. Some of the tasks given were answerable by
their child/children, and some were difficult to analyze
and understand and needed the parents' assistance.
However, if the parents cannot teach their
child/children, they find an individual or tutor to teach
and explain the content of the modules to their
children.
Assessment for Learners
From parents' experiences using modules in
assessment for learners, the item Some learning
activities are pretty confusing and need our assistance
as parents have a description of agree. This means that
parents found that learning activities cannot be easily
understood, which implies that they agreed that some
learning tasks/activities in the modules with unclear
instructions confused the learners and needed their
support. Results support the findings of Dangle and
Sumaoang's (2020) study, which found that most
learners have difficulty in this new learning modality.
Some problems were difficult to answer, and no
detailed explanation was provided. This made it hard
for learners to solve the problems. Furthermore, most
pupils cannot answer all their modules independently,
so they need the assistance of family members,
relatives, and friends.It was also revealed from the
focus group discussion of the respondents that parents
assist their child/children in answering the modules
that are difficult to understand. Sometimes they leave
the module blank, and some call the teacher for
clarification. The item Assessment and grading have a
positive impact on pupils means that giving grades to
the pupils has a good result for the students, which
implies that the result of the assessment motivated
them to study their lesson more. This conforms to the
study of Krawczyk (2017), who disclosed that the
learners are more motivated to learn and be more
involved with the learning activities and performance
tasks in the modules. Students get narrative feedback
from the teachers and are encouraged to self-assess
their progress. From the Focus group discussion, the
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participants said that their child/ children answered
their modules when they saw that their cards had low
grades, while children were motivated to do their best
if they had good grades.
However, the lowest mean is that the modules have
unclear directions that confuse the learners indicating
that the instruction in the modules is indistinct, which
the students need help understanding. This implies that
some instructions in the modules are difficult to
understand. It supports the result of the study of Salma
and Rodrigues (as cited by Dangle et al., 2020) that
some modules did not have clear instructions and
explanations, so pupils have difficulty answering them.
The modules' color, print, and pictures could have
been more transparent, and the provided answer lines
needed to be longer. The modules had many exercises,
and the students needed more motivation and focus.
The parents supported these during the FGD that only
minimal directions were given and needed more
precise, leading to confusion. Hence, the parents texted
the teacher to ask for clarification on the given tasks.
Summary of Experiences of Parents on the Use of
Modules in terms of Content and Assessment for
Learners
Parents' experiences with using modules are the
content and assessment of learners. Content yielded
the highest mean, which indicates that the parents
agreed that most of their child/children answered the
learning activities. It implies that the parents are
challenged to facilitate their child/children in their
learning tasks to the best of their ability and can handle
the situation with the modular learning approach. In
contrast, the experience that garnered the lowest mean
is the assessment for learners. It means that not all
parents have difficulty assisting their child/children in
their learning tasks. This implies that some parents
need the adviser's assistance to facilitate their children.
Feedback from Teachers on the Use of modules in
Terms of Production, Content, Assessment for
Learners and Distribution and Retrieval
Production
In terms of the feedback of teachers on the use of
modules in terms of production, the MOOE funds are
much needed for reproduction purposes got the highest
mean indicating that MOOE funds or financial support
from the government are necessary for the production
of modules and other learning materials in the
implementation of modular learning. It implies that
school administrators should provide or allocate a
budget from the MOOE to help the teachers produce
Helen A. Dela Cruz
modules and acquire other materials. This finding
supports the policy stipulated in the Deped Order No.
18, s.2020 on Policy Guidelines for the Provision of
Learning Resources in Implementing the Basic
Education Learning Continuity Plan that schools may
use their regular MOOE allocations to print and
deliver the alternative module. From the focus group
discussion, one of the participants said that MOOE
funds are needed to support the production of materials
in modular distance learning.
The second highest item was the poor internet
connection was added burden to teachers, which
means that some of the teachers struggled to download
modules from the Deped Learning Portal due to poor
internet connection, and this gives an implication that
teachers used personal money to load their cellphones
or go to the internet cafe for a faster internet
connection to download the learning materials. This
affirms the result of the study by Alvarez (2021) that
public school teachers' worry about modular distance
learning was poor internet connection which interrupts
communication between parents, learners, and
teachers. Furthermore, the present findings corroborate
the statement of Perez (2020), who stated that in many
regions, teachers said that in distance learning, they
face significant problems with internet connectivity
and internet speed. The majority of them paid for
internet access with their own money. In the
Philippines, a more solid connection was not
commonly available, particularly in rural areas where
wired connections were unavailable. As a result, the
professors chose data connectivity or a mobile
network. They were forced to use personal funds to
support remote teaching and learning technologies and
resources.During the focus group discussion, one of
the participants said that she has difficulty
downloading soft copies of learning materials from the
Deped Learning Portal due to a slow internet
connection. They had to find a place where the internet
was available, especially in the far-flung barangay.
The third highest mean is the item Teachers suffer
from sleepless nights in the production of modules
which indicates that teachers sleep late at night to print
modules for their learners which is an added workload
on their part, especially for those teachers who do not
know how to use the printer and print modules with
page order. This implies that teachers do their duties
and responsibilities despite their struggles, especially
in the production of modules. The result supports the
statement of Malipot (2020) that teachers commented
that they came to school late at night to ensure printing
modules on time, while others reported using one
grade level per day strategy to print, collate, and
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organize learning materials on their designated
weekday. Moreover, a netizen hailed a teacher on
social media for persevering late at night to produce
modules for her students (Casilao, 2020). During the
FGD, the participants verbally expressed that because
of the limited printer and skeletal schedule, the
teachers brought the printer home and printed the
modules late at night.
However, teachers have to use their meager income for
reproduction to get the lowest mean rating, which
means there is an allotted budget from the MOOE fund
for the materials needed to reproduce modules and
other learning materials. This implies that the budget
allocated for modular learning is enough for the
preparation and production of learning materials and
distribution and retrieval. Findings oppose the
statement from The Manila Times (2020) that the
expense of reproducing the printed modules has
exhausted the schools' funds, so teachers were forced
to dip into their own pockets to provide the materials
for their students. Although the respondents mentioned
during the FGD that they did not use their money to
produce materials for reproduction, they solicited from
private individuals, local government units, and
stakeholders instead.Generally, teachers agreed that
the production of modules in schools was okay
because there was an allocated fund from the MOOE
for printing and materials needed for reproduction.
This gives an implication that administrators are ready
to support the needs of their respective teachers.
Content
In terms of the content, the highest mean rating is the
item; there are a significant number of activities per
week, indicating that teachers found out that there are
too many learning tasks to be done by the students. It
signifies that the learners are bombarded with many
activities to answer their modules per week. Results
contradict the statement of Adonis (2020) that the
Department of Education (DepEd) has appealed to
teachers to make some learning module activities and
exercises voluntary to prevent students from
experiencing burnout due to the number of subject
requirements they must do after just one week.
Nevertheless, in the FGD, the participants said they
gave only a few additional activities for the students to
answer because many learning activities were already
given in the modules. They only give a summative test
at the end of each quarter to measure the student's
learning from the modules.
The second highest item was the content properly
sequenced based on Deped Most Essential Learning
Helen A. Dela Cruz
Competencies (MELCs), which indicates that the
module's coverage is following the essential learning
competencies (MELCs). This infers that the instruction
and most essential learning competencies are
appropriate to the learner’s capability to master the
content of the modules. It affirms the statement of
Anchita (2020), who mentioned that modular learning
is a form of distance learning that uses Self-Learning
Modules (SLM) based on the most essential learning
competencies (MELCS) provided by Deped. The
participants in FGD agreed that the module's content
was associated with the essential learning
competencies (MELCs).
The item with not enough examples provided in every
activity got the lowest mean rating indicating that the
teachers found that the module had enough examples
in every activity. This implies that the modules have
many examples in each activity that make the learners
understand and answer the learning activities
independently. The result was contradictory to the
statement of Estrada (2020) that the examples were
limited and the modules needed to be better. They
differ from school to school, and the self-learning
modules' content depends on the teachers who made it.
Some students are fine with understanding their
lessons because of a well-explained module, but others
need help understanding the activities. In contrast to
the statement of the participants during the FGD, they
showed that there were enough examples provided in
every activity in the module that was difficult to
understand.The overall mean rating of teachers'
feedback on using modules in content is agreed upon,
indicating that they are amenable to all the items.
Assessment for Learners
In terms of assessment, results revealed that the overall
mean assessment rating for learners on teachers'
feedback on the use of modules is also agreed upon.
The item Students’ learning progress is assessed
through summative exercises and performance got the
highest mean, showing that teachers assessed the
learners' performance if they had mastered the learning
competencies expected of them at the end of every
quarter. This implies that teacher evaluation was
conducted to ensure the learners mastered the learning
competencies.
This finding supports the statement of Magsambol
(2020), who mentioned that assessing students'
learning progress would be evaluated through
summative exercises and performance tasks. DepEd
officials emphasized that schools will not give periodic
examinations for this school year to avoid distance
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cheating. While DepEd acknowledges the importance
of periodic tests in assessing students' understanding of
the lessons, the Education Undersecretary said that the
pandemic compelled them to be more creative and
flexible in implementing summative assessment
schemes without sacrificing the assessment’s
credibility.
The item learners accomplished all the learning
activities themselves got the lowest mean indicating
that they are doing or answering their modules with
the parents or more knowledgeable others; parents
assisted their children in the learning activities given.
This implies that the parents' assistance is needed for
the children to finish the module activities. This
finding negates the statement of Fernando (2020) that
parents said they could not wait for their children to do
the learning tasks. Many parents volunteered to answer
their children's modules because some students needed
to complete them on time. Their parents took the
initiative to complete the modules for their
child/children, and they want their child/children to get
a good score in the subject. The result of the FGD
supported this finding. The participants confirmed that
they gave enough time for the students to complete the
learning tasks. Some of the parents asked extension in
the submission of the output of their child/ children.
Distribution and Retrieval
For the feedback of teachers on the distribution and
retrieval of modules, the item I am delighted if 100%
of parents return the modules on time got the highest
mean which shows that the teachers were happy when
the parents did their task as partners in the modular
learning approach. The parents return the modules at
the given time or days. This signifies that returning the
modules to their child/children on time helps teachers
lessen their worries and make them joyful. This
affirmed the statement of Luczon (2020) that teachers
said they are happy because parents are willing to
embrace the challenges of distance learning, especially
during the distribution and retrieval of modules. They
do their responsibilities as parents and, simultaneously,
an educator of their child/children in the teacher's
absence. The participants supported these findings
during the FGD and said they would be happy if the
parents returned the module on time. However, some
parents asked extension for the submission of modules
from the teachers because they needed more time to
assist their children in answering the modules. The
teachers gave consideration, and it was their duty and
responsibility to understand circumstances that arose
in retrieving modules.
Helen A. Dela Cruz
Whereas the item obtained the lowest mean, which
states that the Barangay officials helped facilitate the
distribution and retrieval of modules. Though it gained
the lowest mean, results revealed that the local
officials rendered their service during the module
distribution, implying that the local government units
supported schools' activities. The school tapped or
coordinated with the barangay council to distribute
modules since they have all access to the community.
This finding conformed with Ornedo's (2020)
statement that the Department of Education (DepEd)
asked for local officials' help delivering printed
learning modules to learners to facilitate distance
learning amid the coronavirus pandemic. While
modular distance learning is a choice for pupils with
no internet access, he noted that the distribution of
printed learning materials is another concern of
DepEd. So, the schools asked for assistance or helped
from the local government officials, the barangay, and
also with the help of parent-teacher associations and
teleteachers. During the FGD, the participants said that
from the start of the modular approach, their school
head had asked the assistance or help from the local
officials.
Summary of Feedback of Teachers on the Use of
Modules in terms of Production, Content,
Assessment for learners and Distribution and
Retrieval
Among the four areas, the feedback of teachers on the
use of modules on the production, content, assessment
of learners, and distribution and retrieval, content got
the highest mean indicating that teachers agreed that
the content of the modules is based on the Essential
Learning Competencies in which every learning
activity have lots of examples given. This implies that
the learning task in the modules is appropriate and
suited to the learning capability of the learners. At the
same time, production got the lowest mean which
teachers agreed, indicating that teachers have different
responses on the production of modules due to the
availability of the funds and materials. This implies
that the school administrator should allocate a budget
from the MOOE for implementing modular learning to
provide enough materials to produce SLMs.
Feedback from Parents on the Use of Modules in
Terms of Content and Assessment for Learners
Content
The feedback of parents on content shows that the item
Presence of parents inspires and motivates learners to
work hard in accomplishing learning tasks and
learning activities are complicated that need the
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guidance and support of the parents or guardians got
the same mean interpreted as agree. This means that
the students are interested in answering and doing the
learning task given in the module when their parents
are helping them. This implies that learners were
motivated and inspired to do their learning task if they
felt the full support of their parents.
This finding is similar to the result of the study of
Vourhis, Maier, Epstein, and Lloyd (2013), who
disclosed that family involvement was positively
linked to children’s literacy and math skills in
preschool, kindergarten, and early grades. It shows the
increases in children's social-emotional skills. Children
benefit when parents are more involved and more
engaged; children tend to do better academically and
socially. Furthermore, parents played an active role in
the learning process in the distance learning approach.
They would be the ones to facilitate and guide their
child/children through the modular lessons that would
be sent to their children while doing remote learning.
Parents also encourage and motivate their children to
learn. Good parental support helps the child be a
positive, healthy, and lifelong learner, Lebaste (2020).
In addition, the result also corroborates with the
findings of Delgado (2017), who found that the
engagement of parents or family members is the best
predictor of a student's educational performance.
Students become more motivated and develop a
passion for learning when they sense their parents'
support. Teachers and parents share responsibility for
teaching pupils and work together to attain educational
goals when parents participate in the educational
process.
The finding supports the theory of ZPD on scaffolding
by Lev Vygotsky (1976), which states that the support
provided by teachers and others to learners in the zone
of proximal development allows them to learn
something new. From the focus group discussion, the
participants said their child/children are motivated to
do the learning task with their presence because they
are there to ask or explain when their children do not
understand the module's contents.
On the other hand, Modules are tough to read due to
poor production of modules got the lowest mean which
indicates that parents neither agree nor disagree that
some of the printed modules were readable and some
were not. This implies that some modules are printed
clearly, which parents and pupils can read, and some
are not. It is in consonant with the statement of
Constantino, Tibayan, Quizon, and Simangan (2020)
that some of the items in the modules are unreadable
Helen A. Dela Cruz
due to poor production, while others are. The
participant said most modules were printed clearly
during the focus group discussion. Only a few or a
portion of the module was blurred, but they just tried
to understand the thought of the sentence. However, if
they still needed to, they texted the teacher and asked
for clarification.
Assessment for Learners
The result revealed parents' feedback on using
modules in terms of assessment for learners that the
item. Children are bombarded with lots of activities,
with only limited examples to be accomplished in a
week, which got the highest mean. This denotes that
many activities were given to the learners to
accomplish, which burned them out. It implies that
students have many activities given in each module in
a week with few examples in the learning task that
makes the tasks challenging to answer. This finding
affirmed the result of the study by Olivo (2021) that
parents reacted to the time allocation given in the
completion of learning activities as insufficient since
the activities given in the modules were so many for
their children to accomplish.During the focus group
discussion, one of the participants said that there is a
limited example given, especially in Math, in which
learners and parents have difficulty understanding and
analyzing the problems.
The second and third highest items are that I need
more time to assist my child/children in the learning
activities. I cannot assist in answering their modules,
which indicates that parents cannot mentor their
children in answering the modules because they have
much work and other responsibilities. Some parents
need help to assist their children in their learning tasks.
This infers that it is an added burden on their part to
teach their child to answer the learning task, especially
parents who need to be more knowledgeable. Findings
affirmed the study of Lase et al. (2021) that distance
learning has increased parents' burdens even though
parents do not have negative perceptions. The lack of
parental participation and support in their children's
learning at home is generally due to a lack of time and
inability to become teachers for their child/ children.
Additionally, Anzaldo (2021) denoted that some
parents find it difficult to teach their children at home,
particularly those who do not know how to read or
write, making it much more difficult to teach their
children the lessons in their subject areas. Only some
parents or guardians understand how to teach their
children utilizing modular learning. Furthermore, they
need more time to guide their child/children due to
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work and other responsibilities. The participant in the
focus group discussion expressed that some of them
cannot facilitate their child/children in answering the
modules because they have other obligations to do,
especially the family's basic needs, and some parents
need more knowledge.
The item I cannot help my child/children in their
tests/assessments during the evening because we need
electricity got the lowest mean. Though the item got
the lowest, some parents still agree that they can only
assist their child/children in the evening with
electricity. This implies that learners cannot perform
their learning tasks if they do not have electricity. It
conformed to the statement of Santos (2020) that in
some parts of the country, particularly in island
settlements, there is no electricity in their houses, and
they are so remote that parents cannot assist their
child/children in answering the module. This finding
contradicts the statement from FGD of the parents that
most of them have electricity in their houses, and at
any time of the day, they can facilitate the study of
their child/children. However, one of the parents
shared that even without electricity, their
child/children answered their tests or assessment using
the gas lamp.
Summary of Feedback from Parents on the Use of
Modules in terms of Content and Assessment for
Learners
Among the two areas of feedback from parents on the
use of modules, content got the highest mean which
shows that the content is relevant to the grade level of
the learners. This implies that the activities in the
modules are simple and suitable for their children's
learning. Assessment for learners got the lowest mean
which means that parents always find ways or
techniques to address their children's needs in the
learning task, which implies that parents give their full
support and are determined to help their child.
Relationship between Teachers' Experiences and
Feedback on the Use of Modules in terms of
Production, Content, Assessment for Learners and
Distribution and Retrieval
Using Spearman Rho Correlation, the result indicated
positive and high relationships between the
experiences and feedback of teachers on the use of
modules in terms of production, content, assessment
for learners, and distribution and retrieval.Therefore,
the null hypothesis that there is no significant
relationship between the experiences and feedback of
teachers on the use of modules is rejected. This means
Helen A. Dela Cruz
that teachers' positive experiences with modular
learning give positive feedback on using modules. It
implies that teachers' experiences with modular
learning can affect their feedback.
Relationship between Parents' Experiences and
Feedback on the Use of Modules in terms of
Content and Assessment for Learners
The results discussed the relationship between parents'
experiences and feedback on using modules. The
outcomes revealed a significant relationship between
parents' experiences and feedback in content and
assessment for learners; therefore, the null hypothesis
is rejected. This means that positive or negative
experiences of parents give positive or negative
feedback on the use of modules. The findings imply
that parents’ reactions, responses, and readiness to
embrace the challenges of modular learning are the
outcome of their positive involvement.
Recommendations of Teachers to Improve
Instruction Using Modules
As rated by the respondents, the most prioritized
recommendation states that School Head should
allocate a budget from the MOOE for the production,
delivery, and retrieval of modules. It means a budget
must be for the reproduction of modules, distribution,
and retrieval allotted from the schools’ MOOE. This
implies that the bigger the budget allocated for
producing learning materials like bond paper, printing
machine, ink, and distribution and retrieval, the lesser
the difficulty the teachers will experience. The
Department of Education should provide a budget for
the production of modules, and the School Head
should allocate from MOOE the production,
preparation, and delivery of modules. Second, internet
connectivity should be improved so teachers can
access and download modules and other learning
materials (Manlangit, Paglumotan & Sapera, 2020).
The second recommendation of teachers was
Department of Education should improve Internet
connectivity so that teachers can access and download
modules and other learning materials. It means that
every school must have a strong internet connection so
that teachers can download modules and other learning
materials, which implies that a fast internet connection
is necessary for this new regular school.
The present findings support the finding of the study
of Agayon, Agayon, and Penang (2022), who revealed
that the Department of Education should submit a
memorandum of understanding with the Department of
Energy and the Department of Information and
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Communication Technology to support electrification modules’ content and include examples that are easy to
in remote areas and establish strong internet understand for the learners. At the same time, the
connection that teachers should be able to access and directions and instructions must be clear, which
download modules and other learning materials. suggests that they should be made straightforward for
easy understanding. From the focus group discussion,
From the FGD, the participants shared that the internet the participants said that the teachers should provide
connection should be improved because it was difficult examples with step-by-step solutions that are easy to
to access and download modules, especially in remote understand for their child/ children.
areas. The third recommendation of the teacher was to
intensify parents' orientation on how to conduct
mentoring of their children. This means parents should Conclusion
be given orientation on mentoring and facilitating their
children with appropriate strategies in this new normal.
Based on the study's findings, the researcher
This implies that children can learn from them if they
concluded that during the implementation of modular
apply proper mentoring and strategies suited for them.
distance learning, teachers generally agreed with their
descriptions of their experiences and feedback
The finding is congruent with the study of Gumapac,
regarding the use of modules in production, content,
Aytona, and Alba (2021), who disclosed that the
learner assessment, distribution, and retrieval. They
school should conduct orientation for parents on
showed readiness during implementation and were
mentoring their children because they are the ones to
ready to handle whatever difficulties they encountered,
monitor, coach, and tutor their children. As coaches
mainly when producing modules, evaluating learners,
and tutors, parents used different strategies and
distributing, and retrieving modules. The parents
techniques to help their child/ children. From the focus
agreed that the modules' content suited their kids'
group discussion, the participant said that there should
learning preferences. However, their experiences with
be an orientation of different techniques and strategies
learner assessment varied in terms of the skills and
to parents that are appropriate to the needs of their
expertise of their kids as mentors. Parents are
child/children.
challenged to support or mentor their child(ren) in the
learning activities and manage situations using the
Recommendations of Parents to Improve
modular learning approach to the best of their abilities
Instruction Using Modules
or knowledge. There were no significant differences in
production, content, learner assessment, distribution,
The parents also had their recommendations. The first
and retrieval when teachers' experiences and feedback
recommendation is that the topic should be supported
on the modules were grouped according to age, sex,
with enough examples. This means that the modules
tribe, occupation, and educational
given to the students must have sufficient examples in
achievement. Parents who were classified by age,
every activity/task given for better understanding.
occupation, and level of education expressed
These findings imply that the modules should be done
comparable experiences and input regarding using
and checked carefully by experts to avoid errors and
content and evaluation modules for students. However,
confusion. This present result affirms the findings of
there are no gender disparities in parents' opinions and
the study of Dangle and Sumaong (2020), who found
experiences about assessing students in modular
that students suggested improving Modular Distance
distance learning. There is no statistically significant
Learning through the reduction of activities from the
correlation between teachers' experiences and
modules, more examples for each subject, provision of
feedback on using the module. The experiences and
colored printed modules, and immediate information
opinions of parents about the use of the module are
given by teachers on what to answer in the modules.
also closely related.
While the parents’ proposed solutions for Modular
Distance Learning are to lessen or reduce the activities
in the modules, take out unnecessary exercises, and References
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